A. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance. 3. The diagram below shows information about the motion of a toy car between two points on a track.MCAS11 Q4 Which of the following can be determined using the information shown in the diagram? A. the car’s position after the first two seconds B. the car’s mass as it moves away from the startC . the car’s average speed between the two points D. the car’s total acceleration within the first meter
8. Anthony rode his bicycle from his home to school. The graph below shows the distance, in miles, that Anthony rode over time.
During which time interval was Anthony riding his bicycle at the greatest speed?
A. between minute 0 and minute 3 of the ride
B. between minute 3 and minute 4 of the ride
C. between minute 4 and minute 7 of the ride
D. between minute 7 and minute 9 of the ride
B. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number. According to the MA Curriculum science standards:
In grades PreK–2, students’ curiosity is engaged when they observe physical processes and sort objects by different criteria. During these activities, students learn basic concepts about how things are alike or different. As they push, pull, and transform objects by acting upon them, the students see the results of their actions and begin to understand how part of their world works. They continue to build understanding by telling stories about what they did and what they found out.
Learning standards for PreK–2 fall under the following three subtopics: Observable Properties of Objects; States of Matter; and Position and Motion of Objects.
C. Review your school or department's curriculum documents. Where in the curriculum do you address the standard? According to our district website:
The elementary schools follow the standards set by the Massachusetts Department of Elementary and Secondary Education. (DESE). You can view the state curriculum frameworks on the DESE website.
We do not have a curriculum map that we follow, although I do feel it would be very helpful for teachers across the district to be consistent.
D. What instructional activities did you use during the last school year to teach your students? Position and motion of objects: Learning Standard 4:Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the objects. Activity: Students brainstormed where and when they have used force (pushes and pulls) in their daily routine. The students listed ides on a t-chart in small groups. Then they presented whole group. Activity: Students investigate Friction. Have them test out objects on three different surfaces. They will push the objects over carpet, tile, and sandpaper and recording how far the objects move with a ruler. Then determine which surfaces positively and negatively affect the distance that the objects move. Activity: Students test out objects (penny & marble) and determine if each object is heavy or light, how hard they were pushed or pulled, and how fast or slow the objects went. Then draw a picture to represent what they observed.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Introduction to roller coasters. Watch How Stuff Works video to get students excited about the unit and to build their knowledge. Also watch the youtube video to introduce kinetic and potential energy through a song.
Stage 1 Activity:Objective:Students will explore potential and kinetic energy and apply what they learn to build their own roller coasters made of foam tubing, tape, and marbles.
Activity type: Procedural Activity
Instructions: The students will work in small groups to build roller coasters. They will use a marble, foam tubing, rulers, and tape. They will understand the role that gravity plays as a downward pulling force in the roller coaster design. They will increase their understanding of potential and kinetic energy. They will observe and record how far and how fast the marble will go if they change the height of the roller coaster. They will describe what happened and why using key vocabulary (gravity, energy, force, kinetic energy, potential energy, friction).
Online component: The students will use their understanding of the key vocabulary (gravity, energy, force, kinetic energy, potential energy, friction) and build roller coasters online on the simulator. - Amusement Park Physics – Roller Coasters: http://www.learner.org/interactives/parkphysics/index.html -Song http://www.youtube.com/watch?v=vl4g7T5gw1M - Roller Coasters – Inventing the Scream Engine: http://www.britannica.com/coasters/1920.http - How Stuff Works – Roller Coasters: Converting Energy: To introduce the lesson http://www.howstuffworks.com/roller-coaster2.htm Classroom materials: computer,projector screen, projector, marbles, tape, ruler, box images of roller coasters, images of other machines and devices using physics principles of friction, acceleration, gravity, Newton’s first law, and 2nd law of motion.
Assessment: The students will present their roller coasters using the key vocabulary (gravity, energy, force, kinetic energy, potential energy, friction).- Amusement Park Physics – Roller Coasters: http://www.learner.org/interactives/parkphysics/index.html
Sounds like a great lesson Michelle! You could video tape the presentations and make a prezi that the students could access from home. They could also write up a glossary of new terms and then make a WORDLE
Great lesson! I really like that there are many different resources used. I think that by showing videos, songs, reading articles, and the interactive simulation, there are so many ways students can learn, and have the knowledge repeated. - Mike Curry
Technology Link for Students: http://www.surveymonkey.com/s/2011StudentTechSurvey
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Forces and Motion, Grade 2
Students will need to understand: simple machines, potential energy, kinetic energy, force, friction, gravity.
The web 2.0 tool that I thought would be appropriate for understanding this is Classmarker.
Students will complete the an online Classmaker Quiz independently in the computer lab.There are two multiple choice questions and 8 true/false questions. Good Luck!
Introduction:I could use the Black Box Investigation as a review of material already learned in a push and pull unit. I would have 3-6 cubes with pictures and words of things that can be pushed, 3-6 cubes with pictures and words of things that can be pulled, and 3-6 cubes with pictures and word of things that can be both pushed and pulled. The children would work in small groups to determine what all the pictures had in common. They would use their prior knowledge and the clues on the cube, to make predictions about what was missing on the cube and they would discuss their reasons.
Objectives: -Students will discuss the similarities and differences of the pictures and words on the Black Box Cube. -Students will determine what all the other pictures/words have in common. -Students will predict what the covered side might have on it.
Materials: pencil, paper to record predictions, and the black box template, black box samples (below)
Pictures/Words for cubes:Cube 1: shopping cart, baby stroller, keyboard buttons, swing, wheelbarrow, (covered side would say: things that can be pushed)Cube 2: hair pull, tug of war, dog on a leash, luggage, digging with a shovel, (covered side would say: things that can be pulled)Cube 3: door, chair, brushing your teeth, toy car, container with a top on it, (covered side would say: things that can be pushed and pulled) Modeling:The teacher should model this type of activity before students complete it in small groups or individually (Scaffold). For example, the teacher could use other black boxes with different concepts (for example, with odd or even numbers, or color words, etc). The teacher should guide the students through the process. Start with discussing the evidence (pictures/words) then making predictions about what the hidden pictures/words might be. The teacher should point out how he/she is using the pictures/words as supporting evidence to help make an informed prediction. Modeling is essential. Assessment: The teacher will ask the students to create their own Black Box template with pictures of either push, pull or both items. Then switch with a partner. The partners will try to figure out which concept the template was about.
Stage 2 Activity:
Friction Grade: 2-3 Objective(s)
-Students will be able to provide examples of how friction impacts things we do in everyday life.
-Students will be able to describe and explain that friction is a force that opposes motion, or makes it difficult for an object to move across a surface.
-Students will be able to describe that the amount of friction depends on the surface type and the force pressing two surfaces together.
-Students will be able to record their observations using a digital camera.
Standard - MA Science curriculum standard
1 Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Task - You have been learning about Forces and Motion. Remember you have learned a little bit about friction already. You watched a Prezi about Friction (http://prezi.com/s9-h_vyg1dlr/friction/). Today you will test how a penny, marble, magnet, and block will move when you push your objects over carpet, tile, and sandpaper. You will record how far your objects move with a tape measurer.
Materials - pennies, marbles, magnets, blocks, tape measurer, carpet, tile, sandpaper, pencil, data collection sheet, apple TV or projector, I pad or computer, Skitch app, Popplet App
Procedure -
1 (10min) Create a learning web with the class on what stops motion. (Using the I pad app Popplet to create the web while projecting it on the screen using apple TV or projector. The center of the web says “Motion stops because...” Add students’ answers to the web. Provide sentence frame, if needed. What would make a stop? (car, dances, ball, etc.).
2 (5 min) Discuss the web. Explain to the students that this web shows examples of forces that may slow down, stop, of make it hard for the object to move. These forces are called friction. Refer to the web, and underline the ideas that clearly demonstrate the role of friction stopping motion.
3 (5 min) Ask students to rub their hands together. What happens when you rub your hands together? Ask students to think about: What happens when you walk on ice? Why is it harder to ride your bike on grass rather than pavement? Explain to the students that friction is a type of force that is caused when two surfaces are rubbing together. The activity will help them better understand friction.
4 (5 min) Explain to the students they will be pushing (hard and soft) objects (penny, marble, magnet, block) over carpet, tile, and sandpaper and recording how far the objects over with a tape measurer. Then they will determine which surfaces positively and negatively affect the distance that the object moves. Focus question will be: How does friction caused by the different surfaces change how far the object moves? Discuss some predictions. Students will work in small groups.
5 (30 min) Now have the students push the objects over the surfaces and record measurements. They will also use digital cameras to take pictures during the activity.
6 (5-10 min) Gather students together to discuss their findings and observations. Focus the students’ attention to the surface and the force applied.
7 (2 min)To reinforce the concepts demonstrated in the activity, list the two factors that determine the amount of friction there is between two surfaces: surface type and force on surface.
8 (20 min) Create a list of everyday activities where friction plays a role. Students will use the I pad app skitch to make a slide to demonstrate what they learned. First, they will go to Google images and found a picture with an example of friction. Then add a text box and type in a sentence about what they learned. Also add a text box with their name. Finally, email the final product to the teacher so the teacher can create a slideshow to present to the class. (Or draw pictures and illustrate)
Grouping - Students will work in small groups of 3-4 students.
(Mis)conceptions -
1 Science is a collection of facts.
Science is a process that should be exciting and allow students to discover hot the word works through a hands on inquiry approach.
2 Science is done by “old, white men.”
Although is it true that Western science used to be the domain of white males, science is now open to anyone who is curious about the natural world and who wants to take a scientific approach to his or her investigations.
3 Science is a solitary approach.
Scientists work together in order to collaborate, mentor, discuss, question, and learn from one another.
Assessment -
1.Teacher observations during the investigation
1 Completed data collection worksheet
2 Picture/illustration and sentences about Friction in our lives
3 Extension Activity:
a.Students could do this activity again but create an incline to see how the penny, magnet, block, and marble move over the surfaces. Predict, investigation, and record the similarities and differences.
b. Students could take the recorded data, create a graph, and present the graph to the class.
Workshop 7 template for Stage 3 Activity -- Lesson Plan
Your name: Michelle Toothaker
Lesson Title: Friction FUN
State Standards: Standard - MA Science curriculum standard
231. Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object. Lesson Question: What is Friction?How does friction, caused by the different surfaces, change how far the object moves?
Introduction:
F is for Friction. Friction is all around us!! Rub your hands together!! Think about your snow boots on an icy sidewalk, or your cleats on the soccer field. Have you ever wondered why those surfaces needed specific footwear? Well it’s because of FRICTION!!! Your online monthly classroom newsletter wants you and your group members to create a web, using Popplet, about Friction In Our Lives. You are going to test out different surfaces and determine how friction, caused by the different surfaces, can change how the object moves? So let’s get started! Task:
First you must learn about friction. You will watch videos, pezi’s, learn a song. Next, you will test how objects move over 3 surfaces (carpet, tile, and sandpaper). In your science journal, you will test how far your objects move with a tape measurer and record your efforts using digital camera. You will also use your IPad or computer to play Friction games and take Friction quizzes. You will have marble races on various surfaces. Finally you will be ready to create a web with photos, using Popplet, to be featured in the online school newsletter!
Process: Elicit: Day 1:
1. Let’s begin by using Popplet to create a web. The center of the web says “Motion stops because...” I will add your answers to the web. Please help complete the sentence, What would make a stop? (car, dances, ball, etc). http://popplet.com/
2. Now let’s watch Prezi on Friction.
3. Now can anyone think of anything else to add to the web? This web shows examples of forces that may slow down, stop, of make it hard for the object to move. These forces are called friction. Let’s refer to the web, and underline the ideas that clearly demonstrate the role of friction stopping motion.
4. Let’s watch a video on Friction.
5. Here is a song. Let’s listen and practice.
6. For homework tonight please practice the song.
Engage: Day 2
1. Please rub your hands together. What happens when you rub your hands together? What happens when you walk on ice? Why is it harder to ride your bike on grass rather than pavement? What happens when you go down a waterslide? Friction is a type of force that is caused when two surfaces are rubbing together. The next activity will help you better understand friction.
2. In small groups, you will be pushing (hard and soft) objects (penny, marble, magnet, block) over carpet, tile, and sandpaper and recording how far the objects over with a tape measurer. Then you will determine which surfaces positively and negatively affect the distance that the object moves. The focus question will be: How does friction caused by the different surfaces change how far the object moves?
3. Before we start, let’s discuss some predictions.
(Explore) 3. Now push the objects over the various surfaces and record measurements in your science journal. I would also like you to take pictures using the digital cameras. You may begin. Have FUN exploring friction!
4. You did an excellent job now let’s discuss your findings and observations. Let’s focus on the surface you used and the force applied.
5. What two factors determine the amount of friction there is between two surfaces (surface type and force on surface). Did you have FUN? (Explain) 6. In your science Journal, glue 1-4 pictures from the activity and write 1-2 sentences that describes the surface type you explored and the amount of friction between the object and the surface. Engage Day 3:
1. Let’s watch a video.
2. Discuss sometimes you want lots of friction, so your car can grip the road and so your shoes don’t slip. Other times you want less friction, when you are going down a waterslide or ice skating or skateboarding.
3 Let’s create a list of everyday activities where friction plays a role.
4. Great work!
Explore: In the computer lab, we are going to have some more fun and play some online friction games independently. Remember to have Friction FUN.
For homework: here is a list of the websites. You can play these FUN games. Explain: You and a partner will use Skitch to make a slide to demonstrate what you learned about friction. First, go to Google images and find a picture with an example of friction. Then add a text box and type in a sentence about what you learned. Also add a text box with you names. Finally, email the final product to the teacher can create a slideshow to present to the class.
Elaborate: Now you will find out which type of surface has the most friction. In small groups, you will test this by rolling a marble down a ramp (pile of books) then onto different types of surfaces. When the marble stops rolling measure the distance it rolled. The test surfaces will include: carpet, cardboard, newspaper, and a towel. Measure the distance the marble rolled. Evaluate: Now you are a friction expert, please take quiz individually. Then print your results and hand in to the teacher. http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml
Conclusion:
Isn’t Friction FUN?!! Friction is all around you. You have learned so much about Friction by moving objects over various surfaces and identifying Friction in your everyday life. Assessments:
The final assessment will be creating a Popplet about Friction. the Popplet should include facts learned, pictures from the internet or from activities completed. You have learned a friction song, played games, taken a quiz, completed a marble race, and now it’s time for you to show what you have learned. There is a rubric and I will go over it with you so you know exactly what to do. Your completed Popplet will be posted on the online monthly classroom newsletter for your classmates and family to see. HAVE FUN! Assessment Rubric for Popplet
I am looking for..
3
2
1
Creativity
Many accurate illustrations
Many accurate illustration, some misinterpretation
Workshop Wiki Page - Michelle Toothaker
Workshop 2 - MCAS Assessments & Curriculum Mapping
A. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
3. The diagram below shows information about the motion of a toy car between two points on a track.MCAS11 Q4
Which of the following can be determined using the information shown in the diagram?
A. the car’s position after the first two seconds
B. the car’s mass as it moves away from the startC
. the car’s average speed between the two points
D. the car’s total acceleration within the first meter
8. Anthony rode his bicycle from his home to school. The graph below shows the distance, in miles, that Anthony rode over time.
During which time interval was Anthony riding his bicycle at the greatest speed?
A. between minute 0 and minute 3 of the rideB. between minute 3 and minute 4 of the ride
C. between minute 4 and minute 7 of the ride
D. between minute 7 and minute 9 of the ride
B. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
According to the MA Curriculum science standards:
In grades PreK–2, students’ curiosity is engaged when they observe physical processes and sort objects by different criteria. During these activities, students learn basic concepts about how things are alike or different. As they push, pull, and transform objects by acting upon them, the students see the results of their actions and begin to understand how part of their world works. They continue to build understanding by telling stories about what they did and what they found out.
Learning standards for PreK–2 fall under the following three subtopics: Observable Properties of Objects; States of Matter; and Position and Motion of Objects.
C. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
According to our district website:
The elementary schools follow the standards set by the Massachusetts Department of Elementary and Secondary Education. (DESE). You can view the state curriculum frameworks on the DESE website.
We do not have a curriculum map that we follow, although I do feel it would be very helpful for teachers across the district to be consistent.
D. What instructional activities did you use during the last school year to teach your students?
Position and motion of objects: Learning Standard 4:Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the objects.
Activity: Students brainstormed where and when they have used force (pushes and pulls) in their daily routine. The students listed ides on a t-chart in small groups. Then they presented whole group.
Activity: Students investigate Friction. Have them test out objects on three different surfaces. They will push the objects over carpet, tile, and sandpaper and recording how far the objects move with a ruler. Then determine which surfaces positively and negatively affect the distance that the objects move.
Activity: Students test out objects (penny & marble) and determine if each object is heavy or light, how hard they were pushed or pulled, and how fast or slow the objects went. Then draw a picture to represent what they observed.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -http://www.youtube.com/watch?v=vl4g7T5gw1M
Activity:Objective: Students will explore potential and kinetic energy and apply what they learn to build their own roller coasters made of foam tubing, tape, and marbles.
Activity type: Procedural Activity
Instructions:
The students will work in small groups to build roller coasters. They will use a marble, foam tubing, rulers, and tape. They will understand the role that gravity plays as a downward pulling force in the roller coaster design. They will increase their understanding of potential and kinetic energy. They will observe and record how far and how fast the marble will go if they change the height of the roller coaster. They will describe what happened and why using key vocabulary (gravity, energy, force, kinetic energy, potential energy, friction).
Online component:
The students will use their understanding of the key vocabulary (gravity, energy, force, kinetic energy, potential energy, friction) and build roller coasters online on the simulator.
- Amusement Park Physics – Roller Coasters:
http://www.learner.org/interactives/parkphysics/index.html
-Song
http://www.youtube.com/watch?v=vl4g7T5gw1M
- Roller Coasters – Inventing the Scream Engine:
http://www.britannica.com/coasters/1920.http
- How Stuff Works – Roller Coasters: Converting Energy: To introduce the lesson
http://www.howstuffworks.com/roller-coaster2.htm
Classroom materials: computer,projector screen, projector, marbles, tape, ruler, box images of roller coasters, images of other machines and devices using physics principles of friction, acceleration, gravity, Newton’s first law, and 2nd law of motion.
Assessment: The students will present their roller coasters using the key vocabulary (gravity, energy, force, kinetic energy, potential energy, friction).- Amusement Park Physics – Roller Coasters:
http://www.learner.org/interactives/parkphysics/index.html
Sounds like a great lesson Michelle! You could video tape the presentations and make a prezi that the students could access from home. They could also write up a glossary of new terms and then make a WORDLE
Great lesson! I really like that there are many different resources used. I think that by showing videos, songs, reading articles, and the interactive simulation, there are so many ways students can learn, and have the knowledge repeated. - Mike Curry
Technology Link for Students: http://www.surveymonkey.com/s/2011StudentTechSurvey
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Forces and Motion, Grade 2
Students will need to understand: simple machines, potential energy, kinetic energy, force, friction, gravity.
The web 2.0 tool that I thought would be appropriate for understanding this is Classmarker.
Students will complete the an online Classmaker Quiz independently in the computer lab.There are two multiple choice questions and 8 true/false questions. Good Luck!
**http://www.classmarker.com/online-test/start/?quiz=f7x514e4eee1f947**
Workshop 6 - Scientific Investigations
Black Box Investigation
Introduction:I could use the Black Box Investigation as a review of material already learned in a push and pull unit. I would have 3-6 cubes with pictures and words of things that can be pushed, 3-6 cubes with pictures and words of things that can be pulled, and 3-6 cubes with pictures and word of things that can be both pushed and pulled. The children would work in small groups to determine what all the pictures had in common. They would use their prior knowledge and the clues on the cube, to make predictions about what was missing on the cube and they would discuss their reasons.
Objectives:
-Students will discuss the similarities and differences of the pictures and words on the Black Box Cube.
-Students will determine what all the other pictures/words have in common.
-Students will predict what the covered side might have on it.
Materials: pencil, paper to record predictions, and the black box template, black box samples (below)
Pictures/Words for cubes:Cube 1: shopping cart, baby stroller, keyboard buttons, swing, wheelbarrow, (covered side would say: things that can be pushed)Cube 2: hair pull, tug of war, dog on a leash, luggage, digging with a shovel, (covered side would say: things that can be pulled)Cube 3: door, chair, brushing your teeth, toy car, container with a top on it, (covered side would say: things that can be pushed and pulled)
Modeling:The teacher should model this type of activity before students complete it in small groups or individually (Scaffold). For example, the teacher could use other black boxes with different concepts (for example, with odd or even numbers, or color words, etc). The teacher should guide the students through the process. Start with discussing the evidence (pictures/words) then making predictions about what the hidden pictures/words might be. The teacher should point out how he/she is using the pictures/words as supporting evidence to help make an informed prediction. Modeling is essential.
Assessment:
The teacher will ask the students to create their own Black Box template with pictures of either push, pull or both items. Then switch with a partner. The partners will try to figure out which concept the template was about.
Stage 2 Activity:
Friction
Grade: 2-3
Objective(s)
-Students will be able to provide examples of how friction impacts things we do in everyday life.
-Students will be able to describe and explain that friction is a force that opposes motion, or makes it difficult for an object to move across a surface.
-Students will be able to describe that the amount of friction depends on the surface type and the force pressing two surfaces together.
-Students will be able to record their observations using a digital camera.
Standard - MA Science curriculum standard
1 Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Task - You have been learning about Forces and Motion. Remember you have learned a little bit about friction already. You watched a Prezi about Friction (http://prezi.com/s9-h_vyg1dlr/friction/). Today you will test how a penny, marble, magnet, and block will move when you push your objects over carpet, tile, and sandpaper. You will record how far your objects move with a tape measurer.
Materials - pennies, marbles, magnets, blocks, tape measurer, carpet, tile, sandpaper, pencil, data collection sheet, apple TV or projector, I pad or computer, Skitch app, Popplet App
Procedure -
1 (10min) Create a learning web with the class on what stops motion. (Using the I pad app Popplet to create the web while projecting it on the screen using apple TV or projector. The center of the web says “Motion stops because...” Add students’ answers to the web. Provide sentence frame, if needed. What would make a stop? (car, dances, ball, etc.).
2 (5 min) Discuss the web. Explain to the students that this web shows examples of forces that may slow down, stop, of make it hard for the object to move. These forces are called friction. Refer to the web, and underline the ideas that clearly demonstrate the role of friction stopping motion.
3 (5 min) Ask students to rub their hands together. What happens when you rub your hands together? Ask students to think about: What happens when you walk on ice? Why is it harder to ride your bike on grass rather than pavement? Explain to the students that friction is a type of force that is caused when two surfaces are rubbing together. The activity will help them better understand friction.
4 (5 min) Explain to the students they will be pushing (hard and soft) objects (penny, marble, magnet, block) over carpet, tile, and sandpaper and recording how far the objects over with a tape measurer. Then they will determine which surfaces positively and negatively affect the distance that the object moves. Focus question will be: How does friction caused by the different surfaces change how far the object moves? Discuss some predictions. Students will work in small groups.
5 (30 min) Now have the students push the objects over the surfaces and record measurements. They will also use digital cameras to take pictures during the activity.
6 (5-10 min) Gather students together to discuss their findings and observations. Focus the students’ attention to the surface and the force applied.
7 (2 min)To reinforce the concepts demonstrated in the activity, list the two factors that determine the amount of friction there is between two surfaces: surface type and force on surface.
8 (20 min) Create a list of everyday activities where friction plays a role. Students will use the I pad app skitch to make a slide to demonstrate what they learned. First, they will go to Google images and found a picture with an example of friction. Then add a text box and type in a sentence about what they learned. Also add a text box with their name. Finally, email the final product to the teacher so the teacher can create a slideshow to present to the class. (Or draw pictures and illustrate)
Grouping - Students will work in small groups of 3-4 students.
Web 2.0
-I pad
-Popplet App
-Skitch App
-Digital Cameras
-KidPix/ Microsoft Word/ PowerPoint (can be substitute for the apps)
-http:www.youtube.com/watch?v=xKmhS4qLj_s
-http://www.youtube.com/watch?v=C7NPD9W0kro
-http://www.youtube.com/watch?v=13SQr8ZdN_s
-http:www.sciencekids.co.nz/gamesactivities/friction.html
-http://pbskids.org/sid/funwithfriction.html
-http://udm4.com/Windows/Forces_and_Motion_Ba-3244573
-http://prezi.com/s9-h_vyg1dlr/friction/
-Skitch app
(Mis)conceptions -
1 Science is a collection of facts.
Science is a process that should be exciting and allow students to discover hot the word works through a hands on inquiry approach.
2 Science is done by “old, white men.”
Although is it true that Western science used to be the domain of white males, science is now open to anyone who is curious about the natural world and who wants to take a scientific approach to his or her investigations.
3 Science is a solitary approach.
Scientists work together in order to collaborate, mentor, discuss, question, and learn from one another.
Assessment -
1.Teacher observations during the investigation
1 Completed data collection worksheet
2 Picture/illustration and sentences about Friction in our lives
3 Extension Activity:
a.Students could do this activity again but create an incline to see how the penny, magnet, block, and marble move over the surfaces. Predict, investigation, and record the similarities and differences.
b. Students could take the recorded data, create a graph, and present the graph to the class.
Workshop 7 template for Stage 3 Activity -- Lesson Plan
Your name: Michelle Toothaker
Lesson Title: Friction FUN
State Standards:
Standard - MA Science curriculum standard
231. Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Lesson Question: What is Friction?How does friction, caused by the different surfaces, change how far the object moves?
Introduction:
F is for Friction. Friction is all around us!! Rub your hands together!! Think about your snow boots on an icy sidewalk, or your cleats on the soccer field. Have you ever wondered why those surfaces needed specific footwear? Well it’s because of FRICTION!!! Your online monthly classroom newsletter wants you and your group members to create a web, using Popplet, about Friction In Our Lives. You are going to test out different surfaces and determine how friction, caused by the different surfaces, can change how the object moves? So let’s get started!
Task:
First you must learn about friction. You will watch videos, pezi’s, learn a song. Next, you will test how objects move over 3 surfaces (carpet, tile, and sandpaper). In your science journal, you will test how far your objects move with a tape measurer and record your efforts using digital camera. You will also use your IPad or computer to play Friction games and take Friction quizzes. You will have marble races on various surfaces. Finally you will be ready to create a web with photos, using Popplet, to be featured in the online school newsletter!
Process:
Elicit: Day 1:
1. Let’s begin by using Popplet to create a web. The center of the web says “Motion stops because...” I will add your answers to the web. Please help complete the sentence, What would make a stop? (car, dances, ball, etc).
http://popplet.com/
2. Now let’s watch Prezi on Friction.
3. Now can anyone think of anything else to add to the web? This web shows examples of forces that may slow down, stop, of make it hard for the object to move. These forces are called friction. Let’s refer to the web, and underline the ideas that clearly demonstrate the role of friction stopping motion.
4. Let’s watch a video on Friction.
5. Here is a song. Let’s listen and practice.
6. For homework tonight please practice the song.
Engage: Day 2
1. Please rub your hands together. What happens when you rub your hands together? What happens when you walk on ice? Why is it harder to ride your bike on grass rather than pavement? What happens when you go down a waterslide? Friction is a type of force that is caused when two surfaces are rubbing together. The next activity will help you better understand friction.
2. In small groups, you will be pushing (hard and soft) objects (penny, marble, magnet, block) over carpet, tile, and sandpaper and recording how far the objects over with a tape measurer. Then you will determine which surfaces positively and negatively affect the distance that the object moves. The focus question will be: How does friction caused by the different surfaces change how far the object moves?
3. Before we start, let’s discuss some predictions.
(Explore) 3. Now push the objects over the various surfaces and record measurements in your science journal. I would also like you to take pictures using the digital cameras. You may begin. Have FUN exploring friction!
4. You did an excellent job now let’s discuss your findings and observations. Let’s focus on the surface you used and the force applied.
5. What two factors determine the amount of friction there is between two surfaces (surface type and force on surface). Did you have FUN?
(Explain) 6. In your science Journal, glue 1-4 pictures from the activity and write 1-2 sentences that describes the surface type you explored and the amount of friction between the object and the surface.
Engage Day 3:
1. Let’s watch a video.
2. Discuss sometimes you want lots of friction, so your car can grip the road and so your shoes don’t slip. Other times you want less friction, when you are going down a waterslide or ice skating or skateboarding.
3 Let’s create a list of everyday activities where friction plays a role.
4. Great work!
Explore: In the computer lab, we are going to have some more fun and play some online friction games independently. Remember to have Friction FUN.
http://www.sciencekids.co.nz/gamesactivities/friction.html
http://pbskids.org/sid/funwithfriction.html
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction_fs.shtml
For homework: here is a list of the websites. You can play these FUN games.
Explain: You and a partner will use Skitch to make a slide to demonstrate what you learned about friction. First, go to Google images and find a picture with an example of friction. Then add a text box and type in a sentence about what you learned. Also add a text box with you names. Finally, email the final product to the teacher can create a slideshow to present to the class.
Elaborate: Now you will find out which type of surface has the most friction. In small groups, you will test this by rolling a marble down a ramp (pile of books) then onto different types of surfaces. When the marble stops rolling measure the distance it rolled. The test surfaces will include: carpet, cardboard, newspaper, and a towel. Measure the distance the marble rolled.
Evaluate: Now you are a friction expert, please take quiz individually. Then print your results and hand in to the teacher.
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml
Conclusion:
Isn’t Friction FUN?!! Friction is all around you. You have learned so much about Friction by moving objects over various surfaces and identifying Friction in your everyday life.
Assessments:
The final assessment will be creating a Popplet about Friction. the Popplet should include facts learned, pictures from the internet or from activities completed. You have learned a friction song, played games, taken a quiz, completed a marble race, and now it’s time for you to show what you have learned. There is a rubric and I will go over it with you so you know exactly what to do. Your completed Popplet will be posted on the online monthly classroom newsletter for your classmates and family to see. HAVE FUN!
Assessment Rubric for Popplet
Resources:
-Ipad or computers for students
-students need email address
-Popplet App
-Skitch App
-Digital Cameras
-KidPix/ Microsoft Word/ PowerPoint (can be substitute for the apps)
-http:www.youtube.com/watch?v=xKmhS4qLj_s
-http://www.youtube.com/watch?v=C7NPD9W0kro
-http://www.youtube.com/watch?v=uYigk-J-tjU
-http://www.youtube.com/watch?v=13SQr8ZdN_s
-http://www.youtube.com/watch?v=TkXAJHitPAY
-http:www.sciencekids.co.nz/gamesactivities/friction.html
-http://pbskids.org/sid/funwithfriction.html
-http://udm4.com/Windows/Forces_and_Motion_Ba-3244573
-http://prezi.com/s9-h_vyg1dlr/friction/
-http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml
Teacher Notes:
This would be awesome to do with your class, if you have access to all the proper equipment.
http://www.youtube.com/watch?v=13SQr8ZdN_s